INVESTING IN TEACHER LEADERSHIP

Andy HargreavesLynch School of EducationBoston College

TLLP, November 23-24, 2017

hargrean@bc.edu

The contribution of collaborative professionalism

1. Human Capital

2. Decisional Capital

3. Social Capital

Why should we collaborate?

How should we collaborate?

What are different ways to collaborate that have value?

5

For the most part, the Commodore on the quarterdeck gets his atmosphere at second hand from the sailors on the forecastle.

He thinks he breathes it first; but not so.

In much the same way do the commonality lead their leaders in many other things, at the same time that the leaders little suspect it.

Five Phases of Collaboration

Absence……teachers work by themselves

Emergence…research shows benefits of collaboration

Doubt………..some collaboration is weak or forced

Design………models & protocols for collaboration are made

Opposition…collaboration is criticized for being ineffective

Transformation… movement to collaborative professionalism

Professional development & collaboration are:

• Expensive• Ineffective• A waste of money

Professional Collaboration

Collaborative Professionalism

1. To articulate the theory of action of the CODE Consortium’s Leading from

the Middle projects.

2. To gather perceptions of the projects’ strengths and limitations, impacts and

effectiveness

3. To connect findings to evidence of other leadership models.

4. To share the interim and final results internally and externally to forge new

forms of collaborative professionalism.

Collaborative Professionalism in Ontario is defined as professionals …

working together, sharing knowledge, skills and experience to improve

student achievement, and the well-being of both students and staff.

Collaborative Professionalism values the voices of all and reflects an

approach in support of our shared responsibility to provide equitable

access to learning for all. All staff are valued and have a shared

responsibility as they contribute to collaborative learning cultures.

Ontario Ministry of Education (2016). Collaborative professionalism

(Policy/Program Memorandum No. 159). Toronto, Ontario: Author.

Collective Autonomy

Collective Efficacy

Collaborative Inquiry

Collective Responsibility

Collective Initiative

Mutual Dialogue & Feedback

Joint Work

Common Meaning & Purpose

Collaborating with Students

Owning the Big Picture

Collaborative Professionalism is not about..

* interminable meetings

* other people’s mandates

* racing cycles of data analysis/intervention

* only sharing & learning

* collaborating against other schools

Collaborative professionalism

is about how teachers & other educators

transform teaching & learning together to

work with all students to develop fulfilling

lives of meaning, purpose, & success.

Collaborative Professionalism

is organized in an evidence-informed, but

not data-driven, way through rigorous

planning, deep & sometimes demanding

dialogue, candid but constructive feedback,

& continuous collaborative inquiry.

Collaborative Professionalism

is embedded in the culture & life of the school,

where educators actively care for & have solidarity

with each other as fellow-professionals as they

pursue their challenging work together in response

to the cultures of their students, the society &

themselves

Collaborative Designs

Open Class

What are do you see here about

* teacher leadership?

* professional learning?

* vulnerability?

* responsibility?

WRITING ON THE IBOARD

ENGLISH: STUDENTS SHARING

SHARING RATIONALE IN POST LESSON CONFERENCE

ENGLISH OPEN CLASS: LOTS OF VISITORS

SO MANY VISITORS: BUT THE STUDENTS ARE STILL WORKING

FINAL PRODUCT FROM POST OPEN CLASS CONFERENCE!

Collaborative Pedagogical Transformation

ESCUELA NUEVA

What are do you see here about…

* relationship between pupil & teacher

learning and leadership?

* spreading leadership & learning?

* the ends of leadership & learning?

Professional Learning Communities

What are do you see here about…

* teacher & principal leadership & learning?

* professional culture and local culture?

INDIGENEITY

Seven

Sacred

Grandfather

Teachings

Indigeneity

Collaborative Planning Networks

What are do you see here about…

* collaboration in rural environments?

* professional networks?

THE NW RISE NETWORK FOCUS

Professional Capital

Social

(Network)

Decisional

(Coaching)

Student Engagement

Community Attachment

(Quality of life)

Empowerment (Learning to learn,

learning to lead, learning for life)

Achievement (Equity/Quality)

Human

(Skills)

NW RISE NETWORK DESIGN PROCESS

Theme

Network Architecture

Reference

Groups

Design Team

Work

Design ElementsImplementation

Evaluation

Literature

Review

Concept

Development

Network Membership

Ste

eri

ng

Co

mm

itte

e

NETWORKS

Shared goals

Site selection/recruitment

Activities

Focus

Leadership and steering

Resources

Citizenship

Dissemination

Cooperative Learning and Teaching

The Four Bs

Collaborative professionalism

is about how teachers & other educators

transform teaching & learning together

to work with all students to develop

fulfilling lives of meaning, purpose, &

success.

Collaborative Professionalism

is organized in an evidence-informed,

but not data-driven, way through

rigorous planning, deep & sometimes

demanding dialogue, candid but

constructive feedback, & continuous

collaborative inquiry.

Collaborative Professionalism

is embedded in the culture & life of the

school, where educators actively care

for & have solidarity with each other as

fellow-professionals as they pursue their

challenging work together in response

to the cultures of their students, the

society & themselves

Coming to a school near you